Abstract:

There have been conflicting reports in the literature on gender and academic course differences on student approaches to learning (SAL). When such studies involve samples comprising different individuals, questions remain as to whether these differences are attributed to the course-specific context or sample-specific differences. This study attempted to answer these questions, with the intention of adding to the relative paucity of literature on Asian and science students. A total of 284 Malaysian science pre-university students reading two academic courses in common (Chemistry and Mathematics) were surveyed on variables of SAL and its correlates - intrinsic motivation and perceptions of course experience (‘CE’: Intrinsic Motivation, Workload Appropriateness, Clear Goals and Standards, Assessment for Understanding, Teaching for Understanding). MANOVA revealed significant course differences on SAL but neither significant gender differences nor course-gender interactions. Mathematics had higher Deep and lower Surface approach mean scores than Chemistry. These course differences were accompanied by significant and large course differences in variables associated with SAL: Mathematics had higher mean scores than Chemistry on intrinsic motivation and all CE variables that correlated significantly and positively with the Deep approach, but lower scores for Workload Appropriateness which correlated positively with the Surface approach. Taken together, accounting for sample-specific differences across the courses studied herein, courses but not gender differed on SAL, with course differences dependent on SAL-correlated perceived course contexts or intrinsic motivational differences. These findings may help inform educators about factors associated with student learning approach.

Keywords:

Student approaches to learning, course experience, intrinsic motivation, MANOVA, assessment, teaching approach, workload, goals and standards, student-centred.